Continuing Professional Development: Fostering resilience in children and young people

2010 ◽  
Vol 1 (4) ◽  
pp. 35-42 ◽  
Author(s):  
Tim McDougall
Keyword(s):  
Professional Development ◽  
Young People ◽  
Continuing Professional Development ◽  
Children And Young People

scholarly journals Out of the classroom and into the workplace

2018 ◽  
Vol 40 (2) ◽  
pp. 42-44
Author(s):  
James Brown
Keyword(s):  
Professional Development ◽  
Young People ◽  
Continuing Professional Development ◽  
Peer To Peer ◽  
High Quality ◽  
The Impact ◽  
Peer To Peer Networking

According to the Wellcome Trust Monitor in 2013, most young people (63%) said they knew little or nothing about careers in science and very few (4%) knew a great deal. High quality continuing professional development (CPD) for teachers is one way to address these concerns, inspiring and informing teachers so that they may in turn do the same for their students. Since teachers will typically work with hundreds of young people over their career, the impact of effective CPD can potentially be huge. While CPD may often take place in school or through external conferences and workshops, other experiences are also key. The Royal Society's Vision report published in 2014 highlights the importance of teacher CPD being experienced through “peer-to-peer networking and sharing; technical visits to STEM-related sites; and mentoring provided at school and by business and industry”.

Counsellors' Phenomenological Experiences of Working with Children or Young People who have been Cyberbullied

2017 ◽  
Vol 8 (1) ◽  
pp. 68-86
Author(s):  
Catherine Knibbs ◽  
Stephen Goss ◽  
Kate Anthony
Keyword(s):  
Professional Development ◽  
Young People ◽  
Thematic Analysis ◽  
Large Body ◽  
Continuing Professional Development ◽  
Analysis Data ◽  
Quantitative Evidence

There is currently a large body of quantitative evidence to support the prevalence of cyberbullying behaviours, however operationalising the term and measuring this consistently is proving difficult. Aim: The present study aimed to explore qualitatively how counsellors define, understand and work with this issue with clients. Method: Six child counsellors were interviewed about their experiences of working with clients who had been cyberbullied. Analysis: Data was analysed using Braun and Clarke's (2006) thematic analysis. Results: Seven themes emerged with three sub-themes arising from these. Discussion: The research provides a balanced argument for appropriate training and continuing professional development for counsellors and supervisors working with this issue.

scholarly journals Untroubling children’s identity in child protection and welfare assessment through a postconventional analytic

2020 ◽  
pp. 146801732095749
Author(s):  
Susan Flynn
Keyword(s):  
Professional Development ◽  
Young People ◽  
Child Protection ◽  
Cultural Construction ◽  
Children And Young People ◽  
Welfare Assessment ◽  
Inclusive Practice ◽  
Identity Markers ◽  
Children's Identity

Summary The sustaining argument advanced in this paper is that postconventional analysis offers a constructive theoretical lens to contemplate identity in child protection and welfare assessment. Critical application of abridged postconventionalism considers how identity and biodiversity in children and young people, operating across lines of racial, disability, gender and other identity markers, can be understood during informed assessment of needs. Findings In the context of transformative postmodern influences, the intention is to provide an aid to students and practitioners who are increasingly impelled to think about traditionally biological-based identity categories, across more abstract lines of social, lingual and cultural construction. Four themes for professional development are presented. First, the complex origins of identity must be appreciated. Second, criticality and openness to the meaning of identity is preferable. Third, progress lies in courteous, sensitive and inclusive practice. Fourth, practitioners should acquire knowledge competency in identity categories. Applications Overall, acceptance of the somewhat fluid and socially contingent nature of identity, without marked rejection of its embodied aspects, can promote more sensitive and inclusive ways of working with children and young people.

scholarly journals Does RE still matter?

2020 ◽  
Vol 68 (3) ◽  
pp. 271-287
Author(s):  
Janet Orchard
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Religious Education ◽  
Continuing Professional Development ◽  
Theoretical Work ◽  
Philosophical Discussion ◽  
Children And Young People ◽  
Religious Literacy ◽  
Recent Theoretical Work ◽  
Ideological Perspective

Abstract The role which subject Religious Education (RE) plays in promoting religious literacy matters in my view, acknowledging that I am biased in my judgement, as my professional raison d’etre, thus livelihood, rests on it continuing. However, others similarly are biased, whether from a specific moral and religious or ideological perspective or their academic positioning. Given whether subject RE exists in schools, or not, is a normative affair. I re-visit an established philosophical discussion of possible justifiable aims for compulsory RE in schools considering these reasons in turn, with particular reference to the RE curriculum in England and South Africa. Resisting the urge to identify one over-riding aim for RE, for reasons I explain, I suggest all three of these potentially justifiable reasons can be seen to inter-relate and reflect on whether they might be re-considered more broadly and used to strengthen more recent theoretical work concerned with studying religion in inter-disciplinary ways which promote religious and related ‘literacies’? On the understanding of RE I seek to develop, the implications for teacher education and continuing professional development would be significant but worthwhile, I conclude, if RE is to be promoted as an entitlement which is taught well and adequately resourced to contribute to the flourishing of many children and young people.

Responding to the Global Economy

2003 ◽  
Vol 17 (4) ◽  
pp. 257-264 ◽  
Author(s):  
John Hobrough
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Economic Development ◽  
Technology Transfer ◽  
Young People ◽  
Central Europe ◽  
Work Experience ◽  
Global Economy ◽  
Continuing Professional Development ◽  
Innovative Curriculum

An analysis of the requirements of businesses in Eastern and Central Europe compared to those in other selected European countries shows that universities need to contribute through innovative curriculum development to economic development. The importance of developing skills and competencies through work experience for students is highlighted alongside the need to provide continuing professional development and technology transfer for partner businesses. This paper illustrates a model for developing future links between higher education and business through developing young people for the global economy, and explores the perceptions of staff to changes in higher education as a result of such developments.

scholarly journals GPs’ views about their role when children and young people disclose a history of bullying in the community: a qualitative study

2019 ◽  
Vol 69 (suppl 1) ◽  
pp. bjgp19X702953
Author(s):  
Vibhore Prasad ◽  
Laura Condon
Keyword(s):  
Mental Health ◽  
Young People ◽  
Comparative Method ◽  
Continuing Professional Development ◽  
Health Consequences ◽  
Physical And Mental Health ◽  
Structured Interviews ◽  
Children And Young People ◽  
History Of ◽  
Views And Perceptions

BackgroundBullying among children and young people (CYP) can lead to both physical and mental health consequences. CYP may disclose episodes of bullying and seek help from their GP. Therefore GPs have an important role in dealing with the mental and physical health consequences of bullying. However, there is currently little research on GPs’ views and perceptions on their role in dealing with bullying.AimTo explore GPs views about their role in dealing with disclosures of bullying by CYP.MethodSemi-structured interviews were conducted with GPs in England. Purposive sampling was used to achieve variation in GP demographics. Data were collected until thematic saturation was reached and analysed using the constant comparative method.ResultsData from 14 semi-structured interviews revealed three main themes: GP experience, bullying in schools and cyberbullying, and training needs. There was an encompassing feeling that dealing with disclosures of bullying came down to a GP’s clinical experience rather than guideline recommendations, which do not currently exist; and that bullying was a precipitating factor in presentations of CYP’s mental health issues. Continuing professional development opportunities are needed. Such opportunities should include both the nature and health consequences of bullying, including cyberbullying, for which GPs felt ill prepared but which was reported to affect their practice.ConclusionGPs feel they have a role to play in managing and supporting the health of CYP who disclose bullying. However, they feel ill equipped in dealing with these disclosures. There is a need for collaboration between GPs and education services to improve support.

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